نوع مقاله : علمی پژوهشی(عادی)
نویسندگان
1 دانشجوی دکتری آموزش زبان انگلیسی، گروه زبان انگلیسی، دانشکدة علوم انسانی، دانشگاه آزاد اسلامی واحد کرمان، کرمان، ایران.
2 گروه ادبیات و زبان انگلیسی، دانشکده زبانها و ادبیات خارجی، دانشگاه تهران، تهران، ایران.
3 استادیار، گروه زبان و ادبیات انگلیسی، دانشکدة علوم انسانی، دانشگاه آزاد اسلامی واحد کرمان، کرمان، ایران.
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
The present study was an attempt to investigate the immediate and delayed effect of different types of corrective feedback (CF) with different explicitness degrees on improving EFL learners’ writing accuracy. For this purpose, a total of 166 Iranian EFL learners from intact classes in three language institutes were randomly assigned to different groups: immediate metalinguistic CF, delayed metalinguistic CF, immediate recast CF, delayed recast CF, and a control group. Furthermore, learners’ attitudes to each feedback condition were also evaluated through running a questionnaire. Learners in all groups were asked to write a descriptive paragraph on topic in each treatment session and then the participants in the experimental groups received each corrective category across the time variable. Results indicated that in the immediate post-test, the immediate recast and delayed metalinguistic CF were more effective. However, in the delayed post-test, the immediate recast and the immediate metalinguistic CF could retain their improvement. In addition, learners held different attitudes toward the diverse aspects of CF. On the whole, the results pinpoint the effectiveness of immediate feedback over delayed feedback, both according to the statistical results and learners’ attitudes. The implications of the study for teachers and practitioners, as well as researchers, are provided.
کلیدواژهها [English]
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